Personal Professional Development Plan

Professional Development is an imperative for today’s workforce.   Because knowledge  is continually impacted by new developments and technologies, it has a limited shelf-life.   Cathy Gonzalez describes this phenomenon as the “half-life of knowledge (Gonzalez, 2004).”   Essentially, it’s the time span between the acquisition of knowledge and the point at which it becomes obsolete.  For me, this means a commitment to life-long learning.  As I complete my master’s degree in Instructional Design, I realize that professional development has to be factored into my career plans. 

Most organizations offer some form of employee development , but the current trend is for employees to initiate involvement (Noe, 2010).   For instance, the organization might offer in-house courses on management skills, but an associate might need to express interest in management in order to take advantage of them.  Employee development opportunities can include assessments, formal education (either external or internal), job experience, or interpersonal relationships as with mentoring and coaching programs (Noe, 2010).      

For the immediate future, I plan to pursue development opportunities in the form of job experience and interpersonal relationships.     I’ve had lots of job experience as a corporate sales rep, and many of the skills gained in that environment are transferrable to a career in Training and Development.   I also have experience as an instructor.   Whether the vehicle is a full-time job, contract work, or an internship, I’d like to gain more experience as a trainer and instructional designer.   I will also initiate a mentoring relationship with senior level trainers and instructional designers. 

While I am not enthusiastic about more formal education at this juncture, I do realize that it may be necessary.   I’m open to classroom or distance learning on the software most commonly used in instructional design.   Short of the classroom, I plan to continue learning this software through informal means.  To that end, Lynda.com, Youtube, and Adobe TV are great resources.    I also intend to take advantage of any relevant in-house education offered by my employer. 

Resources

Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill.

Gonzalez, C., (2004). The Role of Blended Learning in the World of Technology. Retrieved August 12, 2011from http://www.unt.edu/benchmarks/archives/2004/september04/eis.htm.

Technology Trends in Training & Development

New technologies continually challenge us to expand the way we think and perform our work. In recent years, training and development practice has experienced a transformation from traditional design and delivery methods to blended methods involving multiple options, multimedia, and multi-channels. These new technologies span the gamut from webinars and podcasting to online survey tools and learning repositories. In most cases, technology does not directly improve learning; it increases access and efficiency (Stolovitch & Keeps, 2011). Online courses, for example, may decrease expenses for travel, materials, and instructors. However, learning outcomes are generally the same for face-to-face and online instruction (Tucker, 2001).

The trend toward blended training includes a combination of learning delivered through digital and classroom methods. In addition to offering blended learning designs, corporations acknowledge that most employee learning happens through informal means (Stolovitch & Keeps, 2010; Suave, 2007). Whether in an online, classroom, or blended format, the average employee spends only one week out of a year in formal training. Outside of structured learning events, employees still have a need for training and information, so learning continues (Stolovitch & Keeps, 2010). With the proliferation of information on the internet and elsewhere, it’s critical that companies direct employees to the right information at the right time. The following technologies impact delivery, collaboration, and information gathering for both formal and informal workplace learning:

Mobile Devices: Smartphones, Tablets, and iPods

Today, we depend on cell phones to function normally. Roughly 250 million Americans and more than half of the world’s population have Smartphones (Ahmad & Orton, 2010). It’s no surprise that cell phones have now become an extension of the workplace. Companies like Tyco and Capital One are using PDAs and iPods to deliver training and/or post-course follow-up (Noe, 2010). According to a recent study of more than 400 IBM employees who use Smartphones in the field, the phones are being used for two main purposes: performance support from colleagues and access to late-breaking information. The study also found a preference for simpler information and fewer options in mobile applications. As a result of the study, IBM has redirected its mobile learning initiatives so that the focus is not so much on delivery of learning modules, but performance support systems, collaboration, and networking (Ahmad & Orton, 2010). Further, the study found that most users will quit an application if they can’t find the information they need within thirty seconds. Mobile devices are part of our everyday lives. It makes sense to offer job aids, expert lectures, and directory information for access via mobile devices; however, training professionals need to consider whether learners will have dedicated time and space to process content presented in this format.

Webcasting / Webinars

One of the drawbacks of distance education is the propensity for isolation in the learning process. Webcasting overcomes this problem because it offers the ability to reach learners in multiple locations with real-time interaction (Noe, 2010). Programs like WebEX™, GoToMeeting, and Elluminate® allow trainees to ask questions, participate in polls, and chat rooms. Instructors and students can share their workspaces in these forums as well. Webcasts can also be recorded and made available for post-training reference. Because a webinar can reasonably replace face-to-face meetings with very little loss of interpersonal aspects, the technology is likely to be used more frequently for training as well as other business functions.

Electronic Performance Support Systems (EPSS)

Electronic Performance Support Systems are electronic infrastructures that capture, store, and distribute an organization’s knowledge assets to enable individuals to achieve required performance levels in the fastest possible time with minimal support from other people (Noe, 2010). As employees perform their work, they have the advantage of assistance from the (EPSS). For instance, a customer service rep who enters a specific customer response could be provided with the best option for meeting a customer need via an automatic pop-up or dialogue box. Software wizards and help tabs are examples of Electronic Performance Support Systems. Most EPSSs provide task-specific information, automation for certain tasks, interactive process guides and just-in-time advice (Noe, 2010). We see evidence of these systems all around us. As we work toward greater efficiencies in the workplace, we will continue to see growth in automated assistance. EPSSs will pay a major role in supporting transfer of skills post-training. In some cases, these systems can replace training (Noe, 2010).

Computer-based Simulations

Simulation refers to training methods that represent real-life situations where learner decisions result in outcomes that mirror what would happen on-the-job (Noe, 2010). The major advantage of simulation is that it provides practice opportunities without the risks of true consequences (Noe, 2010; Stolovitch & Keeps, 2011). Computer-based or desktop simulations fall into three categories: branching stories, interactive spreadsheets, and game-based virtual labs. Companies like Pitney-Bowes, Tylenol, and Miller Brewing use simulations in all of these categories to teach product knowledge, management skills, and bartending processes (Noe, 2010). Gaming is especially relevant with training for motor skills. For instance, a study of surgical residents found that the Nintendo Wii® game, Marble Mania®, allows natural hand movements similar to those performed in laparoscopy. The study concluded that this simulation is an effective teaching method for specific surgical skills (Bokhari et al., 2010). Simulations can also be created using cloud-based (online) resources. Second Life®, for example, allows for replication of work environments where trainees can interact with other classmates, experts, or coaches using an avatar.

Learning Management Systems

Learning management systems centralize the management of learning activities in an organization. Not only do these systems provide a platform for delivering training, but authoring, recordkeeping, tracking, and monitoring functions are integral to most of them. Using an LMS affords true integration between all aspects of training and the human resource function (Noe, 2010). For example, companies can track employee learning and link it to performance evaluations and/or career development plans. LMSs also provide repositories for training content that can be accesses as needed. Most importantly, the historical data captured through these systems can be useful in building the business case for future training and performance interventions. Some organizations develop their own LMSs, but popular vendors include Ziiva Prosperity, Moodle, and Blackboard.

References

Ahmad, N.,& Orton, P. (2010). Smartphones make IBM smarter, but not as expected. Training and Development, 64(1), 46–50. Retrieved from the Academic Search Complete database

Bokhari, R., Bollman-McGreegor, A., Kahol, J., Smith, K., Feinstein, M., Ferrara,J. (2010). Design, development, and validation of a take-home simulator for fundamental, laparoscopic skills: Using Nintendo Wii® for surgical training. The American Surgeon, 76(6), 583 – 586. Retrieved from the Ebscohost Database

Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill.

Sauve, E. (2007). Informal knowledge transfer. T+D, 61(3), 22–24.

Stolovitch, H. D., & Keeps, E. J. (2011). Telling ain't training (2nd ed). Alexandria, VA: ASTD Press.

Tucker, S. (2001). Distance education: Better, worse, or as good As traditional education?

Online Journal of Distance Learning Administration, 4 (5), Retrieved from http://distance.westga.edu/~distance/ojdla/winter44/tucker44.html.